【作者】 彭雅静；

【导师】 蒋艳菊；

【作者基本信息】 河南大学 ， 发展与教育心理学， 2007， 硕士

【摘要】 “习得性无助感”( learned helplessness )是美国心理学家Seligman于1967年提出的。它是指一个人长期或反复经历挫折和失败后,面临问题时产生的无能为力的心理状态与行为,是有机体经历了某种无意识的学习后,在情感、认知和行为上表现出消极的特殊的心理状态。本研究是在阅读了大量的参考文献并通过对初中生进行深度访谈和开放式问卷的基础上,编制了初中生英语学习习得性无助感的问卷,探讨了初中生在年级及性别方面的差异;并对部分习得性无助感较高的学生进行了实验干预。本研究得出的结论如下:1.初中生英语学习习得性无助感有归因无助感、策略无助感、动机无助感三个维度组成。2.不同年级和性别的初中生英语学习习得性无助感存在显著性差异。一年级、二年级和三年级的差异显著,三年级的习得性无助感最高;男生和女生的差异显著,男生的习得性无助感显著高于女生。3.从实验组与控制组的比较来看,实验组的英语学习习得性无助感大大降低,显著低于控制组,但是英语成绩差异不显著。4.通过实验干预研究,初步总结了降低英语学习习得性无助感的模式。(1)设置英语学习目标,提升学习内在动机。(2)学会积极归因方式,增强英语学习信心(3)掌握有效学习策略,提高英语学习效率。本研究的创新之处可能在于:自编了初中生英语学习习得性无助感问卷,丰富了国内在这一领域的研究;对三个年级、不同性别的初中生英语学习习得性无助感的现状作的初步的探索对以后的研究奠定了基础;在实验情境中对初中生的英语学习习得性无助感进行干预,探究干预的模式,有助于教师在实践中有针对性地对这些学生进行有的放矢的教学,增加了本研究的实用价值。在以后的研究中,我们将增大取样的范围,进一步完善我们的研究。更多还原

【Abstract】 Theory of learned helplessness is reported by American psychologist Seligman. Then people paid more and more attention about the theory, and many psychologists do a lot of research, explored its reason and mechanism and reported many kinds of theories of learned helplessness. And the theories were used in education and clinical, especially in its influencing on human being’s learning. The article, which is based on predecessors’investigation and many references, worked out the Questionnaire of Learned Helplessness on English learning of junior middle school students and explored the differences of grades and sexes of them, and intervened with the 40 students who have higher learned helplessness. The conclusion is:1. The Questionnaire of Learned Helplessness on English has three factors: attribution, strategy and motivation.2. There were differences among junior middle school students from different grades and sexes. Significantly differences are between Grade One Grade Two and Grade Three. Boys have much higher learned helplessness than girls.3. The learned helplessness of experimental group is lower than controlled group after intervention. Summarize the pattern of training junior middle school students’English learned helplessness by comparing controlled group and experimental group.(1) Set reasonable learning goal and improve the learning motivation.(2) Mastering active attribution style when meeting failure on English learning.(3) Mastering effective strategies to improve the efficiency of English learning.The Questionnaire of Learned Helplessness on learning English for junior middle school students which we worked out riched the investigation in this area of China through analyzing previous documents , then we explored the differences of learned helplessness on English among three grades and sexes of junior middle school students,and this is a good base for the later studies, intervention for higher learned helplessness students held in the laborary and we saw that the learned helplessness of the students in experimental group had been lower than the students in control group,so we summarized some model for the intervention , it’s very useful for the teachers of English in middle school, and this added values of our research in practice.更多还原